From Classroom to Community: Pedagogical Reflections on Camp-Based Social Work Training in Western Odisha, India

Abstract

Fieldwork in social work is one of the foundational components of social work education which creates opportunities for students to apply theoretical knowledge in practice and engage with real-world social issues. This paper examines the pedagogical and practical significance of camp-based field training through the lens of a 15-day fieldwork camp conducted in 2023 in a remote village of Western Odisha, India, organized by the Department of Social Work, Sambalpur University. Drawing on over a decade of experience as a social work educator and fieldwork supervisor, the author presents a reflective analysis of student-led community interventions carried out during the camp. Prior to the field engagement, a pilot study was conducted to gain firsthand understanding of the community. Secondary data were also collected from the panchayat office, government websites, and census reports to construct a detailed socio-economic profile of the village. During the camp, students were divided into four groups to address key community issues: Self-Help Groups (SHGs), education-related challenges among school-going children, concerns of the elderly population, and livelihood enhancement for the local Kumbhar (potter) community. Using tools such as observation, interview schedules, and focus group discussions, students conducted need assessments and designed appropriate interventions under the direct supervision of the author.

The paper underscores the value of immersive, experiential learning in shaping competent, ethically grounded social work professionals. The findings affirm that camp-based fieldwork not only deepens students’ understanding of complex rural realities but also equips them with practical skills necessary for both micro and macro-level social work practice.